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Supervision of the organization of labor activity of children. Diagnostics of labor activity Analysis of observations of labor activity in the middle group

Labor education is one of the most important aspects of the upbringing of the younger generation. In kindergarten, labor education consists in familiarizing children with the work of adults, in introducing children to work activities available to them. In the process of getting acquainted with the work of adults, the educator forms in children a positive attitude towards their work, a careful attitude to its results, and the desire to provide adults with all possible assistance.

Labor education in the program is an obligatory component of the development of the basic and creative abilities of the child, the most important means of forming a culture of interpersonal relations.

The task is to gradually develop in children (taking into account age-related capabilities and gender characteristics) an interest in the work of adults, instilling a desire to work, skills in elementary labor activity, diligence.

In accordance with the program, labor education includes the main types: self-service, household work, labor in nature, manual labor, and the forms of its organization are assignments, duties, general, joint and collective labor of children.

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ANALYSIS, DIAGNOSTICS AND PLANNING OF LABOR ACTIVITY OF PRESCHOOL CHILDREN

FOR TEACHERS

Compiled by: teacher

Ismailova G.A.

Norilsk, 2015

Explanatory note
Diagnosis of labor skills and skills of preschool children.
Analysis of the labor activity of preschoolers.
Planning the work of preschoolers.

Application

EXPLANATORY NOTE

Brief description of the types of labor:

Self service- this is the work of the child, aimed at serving himself (dressing, undressing, eating, washing).

Household work- work on cleaning the premises, washing dishes, washing, etc. Unlike self-service, it has a social orientation. The child learns to create and maintain the environment in an appropriate form. The child can use the skills of household work both in self-service and in work for the common good.

Labor in nature de - caring for plants and animals, growing vegetables in the garden, landscaping the site, participating in cleaning the aquarium, etc.

Manual and artistic labor- work aimed at satisfying the aesthetic needs of a person (making handicrafts).

Brief description of the forms of labor organization:

Orders - this is a request of an adult addressed to the child to perform some kind of labor action. A labor assignment in the form of organization can be: individual, subgroup,

General. By duration: short-term, permanent. According to the content - correspond to the types of work.

Duty roster - the work of one or more children in the interests of the whole group (in the dining room, in a corner of nature, in preparation for classes).

General Labor - involves such an organization of children in which, with a common goal, each child performs some part of the work independently.

Joint labor - involves the interaction of children, the dependence of each on the pace, the quality of the work of the other. The goal is the same (along the chain).

Collective labor- a form of labor organization in which children, along with labor, also solve moral problems: agree on the division of labor, help each other if necessary, “sick” for the quality of common joint work.

For the purpose of productive organization of the educational process to help educators, various standardized forms of diagnostics of labor skills, schemes for analyzing labor activity, forms of abstracts for the organization of labor activity and exemplary summaries of the organization of various types and forms of labor organization are proposed.

DIAGNOSTICS OF LABOR SKILLS AND SKILLS OF PRESCHOOL CHILDREN

In order to most expediently outline the main directions of his pedagogical activity in organizing the work of children, the educator must have a good idea of the level of development of the labor activity of each child and the group of pupils as a whole.

Diagnostics is carried out in accordance with the requirements of the main general educational program of education and training in kindergarten and contains criteria for assessing the labor skills of preschool children in the following types of labor: labor in nature; household work; manual labor; self-service.

The following criteria for assessing labor skills are distinguished:

LOW - H
MIDDLE - S
HIGH - B

An approximate list of skills and abilities in the educational field "WORK":

Having mastered the necessary skills in the educational field "Labor"

1 - 3 years

capable of elementary self-service (dresses and undresses independently, puts on and takes off shoes, fastens buttons with the help of an adult, ties shoelaces)
performs the simplest labor actions with the help of teachers.

seeks to meet the requirements of close adults;
helps in response to a request.

knows and names some labor activities of adults (washes, washes, irons, cleans, etc.);
has elementary ideas about the work of mom, dad, and other relatives (mother works in a store, dad works as a driver, etc.).

34 years:

Development of labor activity:

independently dresses and undresses, puts on and takes off shoes in a certain sequence;
independently performs the simplest labor actions (replaces toys, lays out cutlery, etc.).

Education of a value attitude to one's own work, the work of other people and its results:

able to complete the work begun: remove toys, build a structure, etc .;

Formation of primary ideas about the work of adults, its role in society and the life of each person:

shows knowledge about various processions (cook, hairdresser, driver, etc.);
knows who close people work for.

45 years

Development of labor activity:

independently dresses and undresses, puts on and takes off shoes in a certain sequence, folds and puts away clothes, puts them in order with the help of an adult;
independently performs the duties of a duty officer in the dining room, in the classroom.

Education of a value attitude to one's own work, the work of other people and its results:

brings the work started to the end;
enjoys the process of performing activities that are interesting to him and useful to others.

Formation of primary ideas about the work of adults, its role in society and the life of each person:

owns knowledge about different professions, relies on them in games (doctor, driver, salesman, educator, etc.);
has an idea of the importance of the work of parents, other close people.

5 - 6 years

Development of labor activity:

observes the sequence in dressing and undressing, folds and puts away clothes, puts them in order, dries wet clothes, takes care of shoes;
independently cleans his teeth, washes as needed;
independently performs the duties of a dining room attendant, sets the table correctly, performs tasks for caring for animals and plants in a corner of nature.

Education of a value attitude to one's own work, the work of other people and its results:

brings the work started to the end, maintains order in the group and on the site of the kindergarten;
can evaluate the result of their work;
enjoys the process of performing activities that are interesting to him and useful to others.

Formation of primary ideas about the work of adults, its role in society and the life of each person:

Has knowledge of various professions, including creative ones: artists, writers, composers;

Has an idea of the importance of the work of adults, feels a sense of gratitude to people for their work;

Carefully treats what is made by human hands.

6 - 7 years:

Development of labor activity:

independently takes care of clothes, eliminates disorder in his appearance;
knows how to plan his work activity; select materials necessary for classes, games;
responsibly performs the duties of a duty officer;
knows how to create toys from natural, waste material, from paper.

Education of a value attitude to one's own work, the work of other people and its results:

diligently brings the work begun to the end, maintains order in the group and on the site of the kindergarten;
evaluates the result of his work;
feels pleasure in the process of performing activities that are interesting to him and useful to others;
rejoices in the results of collective work.

Formation of primary ideas about the work of adults, its role in society and the life of each person:

has knowledge of various professions, including creative ones: artists, writers, composers;
has an idea about the professions associated with the specifics of his native city (village), about the importance of the work of adults, feels a sense of gratitude to people for their work;
respects what is made by human hands.

Diagnosis of labor activity for plant care

Surname, name of the child

1. The ability to accept the purpose of work

2. The ability to highlight the subject of labor

3. The ability to foresee the result of labor

4. Ability to plan the work process

5. Skill

select the necessary equipment

6. Mastering labor skills and abilities

Example for senior preschool age

LOW H - the effectiveness of labor activity is low, instructions are required, direct assistance from an adult in the performance of labor activities.

MEDIUM C - the work of the child is effective with a little help from adults; The child has a desire for independence.

HIGH B - the child is completely independent in the work of caring for plants. Labor is productive.

Diagnostics of the formation of household labor

Example for seniors

LOW H - the child willingly accepts and is included in labor activity, but labor actions are hasty, of poor quality. In collective work, he prefers "work side by side".

MIDDLE C - the child willingly accepts and is involved in labor activity, shows diligence in the performance of labor actions. Willingly joins in the collective forms of labor activity, but plays the role of an assistant.

HIGH B - the child likes to work. All actions are performed skillfully, efficiently. Acts as an organizer in collective forms of children's labor activity; distributes work benevolently, interacts with other children.

Diagnosis of the formation of manual labor

(senior preschool age).

LOW H - helplessness in all components of the labor process; refusal to work, low independence, the need for direct adult assistance; the result of low quality work.

MEDIUM C - high independence in reproductive activities. the quality of the result is high, but without elements of novelty or close transfer, insufficient combinatorial skills and independence for the implementation of a creative idea (advice, guidance, inclusion of an adult in the labor process are required); The idea was partially realized.

HIGH B - advanced combinatorial skills. The use of operational maps, a generalized design method; complete independence; high quality result, original or with elements of novelty.

Diagnosis of industriousness in the process of duty

H (low level) - children are on duty carelessly, willingly transfer their duties to others, refuse to be on duty, forget about it, do not finish the job, believe that order is the work of the assistant teacher, other children.

NS (below average) - the attitude to duty is unstable, the quality of work depends on the mood.

C (intermediate level) - perform their duties well, actively, do not forget about them, but do not help others, strive to get the approval of adults without fail.

VS (above average) - children are willing, they are on duty well, they themselves remember their duties. If they are not on duty at the moment, they still pay attention to the disorder in the group and eliminate it, asking them to appoint them on duty.

B (high level) - children constantly strive to participate in collective activities, work well, help comrades in various activities.

ANALYSIS OF THE LABOR ACTIVITY OF PRESCHOOL CHILDREN

Approximate scheme for the analysis of the organization of labor activity.

Have the tasks been completed?
Organization of working conditions (objects of labor, equipment, tools, their placement), rationality.
Organization of the children's team (type, form of labor organization).
Techniques for setting and explaining a work task.
Knowledge and skills necessary to complete the task, new knowledge and skills formed in the process of work.
The effectiveness of the labor activity of children, the quality of skills and abilities.
Interaction of children in the process of work.
Individual approach to children.
Attitude towards work.
Evaluation of activities (children, educator).
Educational orientation of work.

Questions for the analysis of the labor process.

Did the work of children have practical significance?
Compliance of the tasks set with the requirements of the program, as well as the content of the work and the characteristics of the participants.

3. As far as shapechildren's organizations (for collective work - forms of association) correspond to the level of development of their work activity and experience.

4. Educational value of goal setting and motivation techniques:

a) the effectiveness of these techniques for persuading the necessity and significance of the work;

b) the impact on the feelings of children, expressing the desire to achieve the goal;

c) to what extent the methods of the teacher teach to independently determine the need for work.

5. Parenting in the planning process?

a) what method of planning was chosen by the teacher (the action of preschoolers according to the plan proposed by the teacher, planning on questions, planning - story); does it correspond to the experience of children;

b) whether the content of the plan covers all stages of planning (organization of work, sequence and methods of execution), whether it provides for self-control;

d) in verbal planning, evaluate children's speech.

6. Education in the process of doing work:

b) what moral and volitional qualities are manifestedin preschoolers and how the teacher contributes to the consolidation of positive manifestations, how it encourages them;

c) to what extent the methods of the teacher contribute to the solution of the educational tasks set in this labor process;

7. Evaluation of children's activities;

a) the attitude of children to the result of the activity, the degree of adequacy of the results obtained;

b) what kind of friendly manifestations does the teacher encourage children to at evaluating the work of comrades, by what methods;

c) how independent children are in evaluating their work, comrades;

d) whether the content of the assessment corresponds to the educational tasks set;

e) what methods are used to develop the ability to evaluate in children; Does the teacher encourage reasons for failures and mistakes.

Collective labor activity.

What types were included in the content of collective labor?

Did the content of each type of labor correspond to the program of this group?

Was the content appropriate for the abilities of children in this particular age group? Or was it easy (difficult) for these purposes?

2. Equipment for collective labor.

Were all the necessary items for this work in the right quantity?

- What are the aesthetic qualities of work equipment?

3. Organization of the environment for collective work.

Were tables and equipment conveniently arranged?

Did the children take part in preparing the environment for collective work? Did the educator do the right thing when he took on the main responsibility for preparing the situation (shifted it onto the children)?

Were hygienic conditions observed:

Are children's workplaces well lit?

Did the children maintain the correct posture during labor or was it tense?

Was the environment neat and tidy?

Were the sizes of the equipment appropriate for the strengths and abilities of the children?

Was the workload of children feasible in terms of the amount of work and its activities, duration in time?

4. Organization and methodology of collective work.

How the work with children was organized (explanation: they sat them on chairs or listened to the explanation of the teacher while standing). How right?

Were all explanations and instructions in the work clearly given by the educator?

Was there a demonstration of the working methods? Did the educator do the right thing, limiting himself to only verbal explanations and instructions, or did the educator do the right thing, that along with the verbal explanations, he used a visual demonstration of the methods of work? Why yes, no?

Did the explanation for the work confirm its significance? What was it specifically expressed in?

Was there a division between the children of the general work into separate operations, or did all the children perform the same work? How can you explain that there was no division of work into separate operations (or that there was),

5. Was the guidance of the educator by the children active enough during the work? What was it specifically?

6. How did the collective work end?

Did the children finish the work at the same time or not, is this correct?

Were children involved or not involved in cleaning the equipment? (in both cases, evaluate whether this is correct).

Did the educator evaluate the work of the children, how methodologically correct was this done? (what assessments prevailed - positive or negative, what was assessed - behavior, labor skills, working conditions, diligence, independence, results of work, mutual assistance).

7. Are there emotional moments in the conduct of collective work? What did they express?

8. Was there a complication in the content and organization of the collective labor of younger and older children? What exactly did it mean?

9. How was the result of the children's labor activity summed up? What methods and techniques did the teacher use when conducting the analysis. Participation of children in the analysis.

Manual labor.

1. Organization of children for the lesson. Where did it take place, how did the children sit.

2. Equipment and material used in working with children.

3. The tone of the educator, his speech.

4. What forms of work were used: collective or individual.

5. What is the level of skills and abilities of children in manual labor. Are all children able to work correctly with the proposed material? How are the small muscles of the hands developed in children, independent work with small details in the classroom?

6. Was the material given to the children difficult or, on the contrary, not difficult enough?

7. How many children turned to the teacher for help.

8. How and in what form did the teacher help the children in their work?

9. How did the children listen to the teacher's explanations at the beginning of the lesson? Did everyone understand the explanation?

10. What methods and techniques did the teacher use in working with children?

11. Talk to the children about what material they use in their handicrafts, what they like to work with the most and why.

LABOR PLANNING FOR PRESCHOOL CHILDREN

When planning, it is important to note the following points:
1) indicate the purpose of labor (what the child should do and do);

2) determine the tasks that will be solved by adults (teaching actions, consolidating a series of sequential actions in children, exercise, cultivating positive relationships, interest in work, the ability to make an effort, do the work independently, correctly, etc.);

3) think over the form of organization of the child's work (daily self-service work, joint work with an adult, assignment, duty, work side by side, common or joint work);

4) outline the main methodological techniques that will allow solving an educational or educational task (a positive example of an adult, a child; showing actions; a positive assessment; involving a child to help another; the place of a teacher in the labor process, etc.);

5) indicate the equipment that the child will need in the process of work;

6) outline the types of individual work on labor education, indicate with which of the children he will conduct it specifically.

Scheme of the summary of the organization of labor activity

COVER

Abstract of the organization of labor activity

at ___________ preschool age

MBDOU №78

Educator:

_______________________________

STRUCTURE OF THE SUMMARY

Topic:

Type of work:

Objectives: educational -

Developing -

Educational -

Equipment:

Vocabulary work:

Individual work:

Preliminary work:

Work progress:

The activities of the educator	Children activities
Stage I - introductory: attracting the attention of children to the object of labor, motivation, setting a labor task, distributing responsibilities, planning activities, preparing equipment (depending on age).
Stage II - the main one: the implementation of the goals.
Stage III - discussion of the results of labor, evaluation of the activities of children.

EXAMPLE PLAN-SUMMARY OF HOUSEHOLD WORK:

Topic: " Snow clearing”

Age: middle group

To form the habit of labor effort, the desire to work,

Teach children how to properly hold a shovel and clear the area of snow,

Develop imagination, thinking, the ability to fulfill the instructions of the teacher.

Cultivate a love of cleanliness.

To develop the ability and desire to provide all possible assistance to a friend, to teach him what he himself can do.

Form of organization of labor activity:

Collective work.

Methods and techniques:

Showing an adult, questions, joint work of children and adults, explanation, clarification, game, approval, encouragement of intermediate results, encouragement of successful methods and actions of the child, reminder, artistic word, indirect control, evaluation, involvement of other adults in the evaluation.

Equipment:

Remote material (shovels, bags, panicles, buckets, mittens), traffic light

Preliminary work:

Observation of the activities of the janitor, a story about his work, showing illustrations, reading a poem by S. Baruzin “Interesting car”, Selection of equipment for the work of children, role-playing game ‘Journey on a train’.

Vocabulary work:

Snowfall, paths, blizzard

Individual work:

To consolidate Sasha's skills in working with a shovel.

Work progress:

A message that now everyone on a train will go to a snowy country and play a new interesting game. The driver will be the one who is the first and properly dressed, the next 4 people will be his assistants who will carry valuable cargo (equipment for work), and the rest will be passengers.

Stage name	The activities of the educator	Children activities
I Organizational goal setting	Everyone got on the train! Go! Stop! Look, there is a red light at the traffic light, because. the paths and our entire site were covered with snow and the train cannot move further and we will not be able to get to our site and play there. What needs to be done to move the train? Correctly! Clearing the snow guys Our janitor Ivan Petrovich. On the way will clear the rubbish And the traffic lights will turn on! Let's call him soon He will come running to us quickly Well together, well together: “Ivan Petrovich” And here he is. Janitor: “What happened guys?” Oh guys I'm tired Sweeping the paths all day And the snow threw them again! Can we help you? Who wants to help Ivan Petrovich? Well done, I knew you'd all want to help! See what needs to be done. If the children find it difficult to answer, the teacher prompts (clear paths, collect garbage, sweep the veranda) Let's agree on how we will distribute the work: The driver and his assistants put the snow in buckets and take it to the place allotted for this, 1 trailer - clear the paths, 2 trailer - collect garbage, 3 trailer - sweep the veranda. So we divided all the work among ourselves. Now get ready for it: take the necessary tools, discuss among yourselves in what sequence you will complete your task, and start working. Don't forget that you are working together. When they work together, they help each other, do not quarrel, do not take offense at the remarks of their comrades.	Choo-choo-choo-choo! Remove snow! "Ivan Petrovich" (Explain) I, I, I, I…. children's answers
II Main	Observing the work of the children of the first group, the teacher checks how the children managed to distribute responsibilities. Watching the work of the children of the second group, if the paths are narrow, the children are warned not to all crowd together; it is better to distribute the work in such a way that the children stand at a certain distance. The janitor shows the correct execution. The work of the third group does not require close attention, but they need to be reminded of the need to collect all the garbage on the territory and in special gloves. The children of the fourth group are offered to first sweep the veranda, and then carry the snow to the place allotted for this. Be sure to warn about the careful use of a shovel, given the proximity of peers. Encourages: “How wonderful and friendly the 3 car works; Dima, you are doing well, Carries out individual work: Sasha, look at how to hold a shovel correctly, it will be more convenient for you and you won’t get too tired! Much attention is paid to the nature of relationships between peers. On specific examples, he shows examples of a benevolent, humane attitude towards peers, the ability to teach, show, while remaining polite, tactful. Draws attention to what has already been learned, positively evaluates these skills, as well as the desire to show the methods of work, to prevent the mistakes of others.	are laboring
III Final	See how our site has changed! What has changed, why? Anya very diligently swept the table. Misha, having done his job, did not get on the train, but decided to help Katyusha. A special place in his assessments is given to the specific actions of children in the labor process, in which attention to peers, perseverance, and a responsible attitude to the task assigned were manifested. The janitor is involved in the assessment. Well done guys, they worked well, they did a great job, and now you can continue on your way: Rubbish was removed on the way, And the traffic lights are on! All right, let's go!	Children's answers Choo-choo-choo-choo

PLAN-SUMMARY OF THE ORGANIZATION OF DUTY IN THE MIDDLE GROUP:

Tasks for the development of labor activity:

Tasks of moral education:

Methods and techniques:

Equipment:

Preliminary work:

Watch progress:

EXAMPLE PLAN-SUMMARY OF THE ORGANIZATION OF DUTY:

Tasks for the development of labor activity:

To teach children to independently perform the duties of dining room attendants: arrange bread bins, plates, put napkin holders, lay out cutlery. Learn how to fold a tablecloth.

To form a responsible attitude to the task (the ability and desire to bring the matter to the end, the desire to do it well)

Tasks of moral education:

To develop the desire of the child to bring joy to other children with his work and to help a friend.

Methods and techniques:

Approval, display, encouragement, reminder, control, evaluation.

Equipment:

Aprons, hats, flowers, napkins, tablecloths.

Preliminary work:

Identify attendants (pictures in the corner of attendants)

Watch progress:

Stage name

The activities of the educator

Children activities

I Organizational

Discussion of issues in the distribution of work

The attendants come to me, now they will bring dinner, and we will set the table.

Maxim, at which table will you be on duty?

Are you Kostya, Natasha? Don't forget to put on your aprons before you start on duty.

Wear aprons and hats.

IIBasic

Instructions for the management of the labor process of children

Pays attention to the pace and quality of work. Approves the creative ideas of children:

Let's think about what we will please the children today?

If the educator is at a loss or the junior educator suggests: “Let's put flowers or lay out new tablecloths”

Explains that the work of duty officers is very necessary, comrades always do this, take care of each other, etc.

That's right, Natasha first moved all the chairs to the table. Now it will be more convenient to go around the table.

We carry two plates.

How carefully Kostya lays out the spoons, takes one at a time, puts it on the right side.

Check if everything is in place?

Well done guys, thanks.

Guys, look how convenient it is to fold the tablecloth, help me, Kostya. It is necessary to take the ends, fold it in half on the table, and then in half again and only then fold it along the length. Now try it yourself. Everyone did well.

Children's answers

arrange bread bins, deep plates, put napkin holders,

lay out

cutlery.

Everything!

Yes!

After eating, bread, napkins are removed from the table, crumbs are swept from the table, tablecloths are folded.

III Final

Discussion of the results of the work

Well done guys, you were all on duty today, everyone was taken care of!

Kostya, he remembered everything himself, he didn’t forget anything.

Maxim worked as carefully and diligently as a nanny.

And how pleased mom will be to know that Natasha was on duty today as an adult. Here the helper is growing.

Remove aprons and caps.

Babunova, T.M. Preschool pedagogy / T.M. Babunova. - M.: Sfera, 2007. - 204 p.
Vasilyeva, M.A. Labor education / M.A. Vasilyeva // Preschool education. - 2005. - No. 4. - P.18.
Kozlova, S.A. Moral and labor education of preschoolers: Proc. allowance / S.A. Kozlova, N.K. Dedovskikh, V.D. Kalishenko and others; Ed. S.A. Kozlova. - M.: Publishing Center "Academy", 2003. - 144 p.
Krulekht, M.V. Preschooler and the man-made world / M.V. Krulekht. - St. Petersburg: Detstvo-Press, 2003. - 160 p.
Kulikova, T. Teach children to work! / T. Kulikova // Preschool education. - 2000. No. 7. - P.101-105.
Kutsakova, L.V. Moral and labor education of a preschool child / L.V. Kutsakov. - M.: Enlightenment, 2004. - S.45-54.
Loginova, V.I. Childhood: Program for the development and education of children in kindergarten. /Loginova V.I., Babaeva T.I., Notkina N.A. - M.: Detstvo-Press, 2008. - 224 p.
FROM BIRTH TO SCHOOL. Basic general education program

preschool education / Ed. N. E. Veraksy, T. S. Komarova, M. A. Vasilyeva. - M.: MOSAIC-SYNTHESIS, 2010. - 304 p.

APPENDIX

Proverbs and sayings about work

Boring day until evening, if there is nothing to do.
Lion, open the door! You will burn! - Even if I burn, I won't open it.
If you want to eat kalachi, don't sit on the stove.
One collects, the other yawns.
Do not work hard, and bread will not be born.
The eyes are afraid, but the hands are doing.
Work until you sweat, and eat on the hunt!
White hands love other people's works.
His laziness has made a nest in his bosom.
To eat a fish, you have to get into the water.
The ant is not great, but it digs mountains.
What goes around comes around.
Without taking up the ax, you will not cut down the hut.
You can’t stretch out your hands, so you won’t get it from the shelf.
Patience and a little effort.
One with a bipod - seven with a spoon.
Things went smoothly - and he himself is happy with it!
He promised - he did, he gave his word - keep it.
Hurry up and make people laugh.
Without excitement and care, there is no joy from work.
I call a lot, but little sense.
When there is no agreement among the comrades, their business will not go well.
Seven times measure cut once.

Natalia Zolotova
Diagnostics of labor activity

Labor activity

The study was conducted using a questionnaire proposed by G. A. Uruntaeva, Yu. A. Afonkina.

Target: learn planning skills labor activity.

Conducting research: observing children in the process of doing labor order. Hand washing.

An object: a group of children 4-5 years old, 15 people.

Many children had difficulty planning their own during the course of the study. activities.

Only two children completed the task as planned and had no difficulty in planning their own. activity.

Seven children, with the help of questions from an adult, made a plan for their activities, but adhered to it partially during execution, making mistakes at the beginning or at the end activities. One part of the group forgot to raise their sleeves, the other part of the children did not evaluate the result of their activities and hands were not thoroughly washed. Some of the children did not dry their hands on a towel, although they planned to. Hand washing skills are not automated, they need adult supervision or visibility to successfully complete the task, and with a little help, children will successfully complete the task.

Two children, it was difficult to plan their own activity. They told in detail how they would wash their hands, used the movements, but could not tell the sequence of actions on their own. In the process of washing, they asked for the help of an adult, open the tap, paid great attention to the washing process, did not evaluate the result. Failed to follow the procedure required in the process of washing hands. What was their plan activities. The skill of washing hands is not mastered, the difficulty to plan and carry out activity associated with ignorance of the sequence of actions.

Four children from this group could not tell the plan of their activities consistently and completely. Rearranged actions in places, forgot about some points. However, they completed the task successfully, without skipping actions or breaking their sequence, which did not correspond to their plan. In this group of children, the skill of washing hands is formed, but there are difficulties in speech development. With this group of children, it is necessary to pronounce actions in the process activities which will allow you to successfully master the ability to plan your own activity verbally.

It should be noted that the beginning activities and actions during the washing process, the children paid more attention than the evaluation of the result and the end of the process (drying hands with a towel and lowering rolled up sleeves).

Introduction

2. Analysis and diagnostics of labor skills and abilities of children of senior preschool age

Bibliography

Application

Introduction

The study of pedagogical literature showed that the formation of a positive attitude towards work among preschoolers is influenced by various factors: the formation of knowledge and ideas about the work of adults and its social significance, the development of labor motives, the assimilation of skills and abilities, the creation of a highly emotional atmosphere, methods and techniques of pedagogical influence.

Kindergarten No.__ of Zelenogorsk became the basis for the practice. The kindergarten is working on the problem of creating conditions for the social and personal development of preschoolers.

The basis for planning the section "Labor education" is a comprehensive educational program by V.I. Loginova "Childhood".

The organization of the process for creating conditions for the labor education of preschoolers is regulated by regulatory documents: the Charter of the preschool educational institution, job descriptions of educators and specialists, an agreement with parents, orders for core activities.

During the practice, the main questions were raised for the observation and analysis of the labor activity of children:

1. Organization of collective labor for cleaning a group room or plot, repairing and gluing books, boxes for games, caring for crops and plantings in the garden and flower garden, etc. in the senior group.

2. Organization of work with small groups of children: cleaning the premises, play areas, washing and ironing doll linen; repair of toys and books, production of play equipment, handicrafts from natural materials; work with fabric in the senior and preparatory groups for school; work in nature, organization of crops and plantings, plant care; work in the garden and flower garden; animal care, etc.

3. Organization of labor assignments and work with those on duty: training them to fulfill their duties, providing assistance and evaluating the result.

4. Observation and analysis of the organization of the labor activity of children: labor assignments, duty, collective work.

5. Observation of the performance of labor duties or assignments by some children, analysis of the level of formation of labor skills, attitudes towards work.

1. Features of the work of preschool children

When organizing labor, the educator is guided by the "Kindergarten Education Program", which determines the content of the labor activity of children in each age group. Gradually, from group to group, the tasks of labor education become more complex and broadened. Starting from the second junior group, in the section “Labor in nature”, the subsection “Work in a corner of nature” is highlighted, and in the older group, manual labor is introduced as an independent type of labor.

By organizing labor activity, educators ensure the comprehensive development of children, help them gain confidence in their abilities, form vital skills and abilities, bring up responsibility and independence. Kindergarten teachers take into account the main aspects of managing the work of children, namely:

Emphasize the social significance of labor;

Ensure that all types of labor and their content correspond to the age capabilities of children;

Strictly observe the norms of the load performed by children, preventing their overload and overwork;

Gradually expand the independence of children;

They create a favorable psychological atmosphere, form in children a benevolent attitude towards all participants in labor activity, the desire to help each other;

They direct the attention and efforts of children to the qualitative performance of labor actions.

Children of senior preschool age can perform the following types of work, united by the concept of "household work": keep their toys, board games, study aids in order; wipe and wash some toys; wipe furniture (together with one of the adults); wash clothes for dolls, small personal items (handkerchiefs, ribbon socks), napkins for bread boxes, etc.; set the table, clean the dishes after eating; wash cups, spoons; sweep the floor in the room, with a small broom path in the yard; provide all possible assistance in various household chores: hang or remove small-sized linen from the rope, help carry a shopping bag, buy bread, bring, carry a thing, pick up a fallen one; take care of the younger ones (help dress, walk, play, sing a song, recite a poem by heart).

Self-service is aimed at personal care (washing, undressing, dressing, making the bed, preparing the workplace, etc.). The educational value of this type of labor activity lies, first of all, in its vital necessity. Due to the daily repetition of actions, self-service skills are firmly acquired by children; self-service is beginning to be perceived as a duty. At the senior preschool age, new self-service skills are acquired: making the bed, caring for hair, shoes. The processes associated with it are used to solve more complex educational problems: the formation in children of the habit of neatness and cleanliness, the skills of behavior in an environment of peers. The child serves himself by being close to others, in connection with which he must understand the needs and difficulties of others.

The educator, using specific examples, explains how to act, taking into account the needs of others: step aside in the locker room to let someone who has already undressed pass; when washing, let the attendants go ahead (it is more important for them to wash as soon as possible in order to start their duties), do not linger at the tap so that everyone can wash on time, ask permission to pass so as not to cause inconvenience to anyone, etc. All this forms in children an elementary courtesy, a respectful attitude towards others.

Household work of preschoolers is necessary in the daily life of the kindergarten, although its results are not so noticeable compared to other types of their work activity. This work is aimed at maintaining cleanliness and order in the room and on the site, helping adults in organizing regime processes. Children learn to notice any disturbance in the group room or on the site and, on their own initiative, eliminate it.

Household work is aimed at serving the team and therefore contains great opportunities for cultivating a caring attitude towards peers. In the older groups of the kindergarten, household work is even more enriched in content, it becomes systematic, in many respects turning into permanent duty duties. Children maintain cleanliness in the room and on the site, repair toys, books, and help kids. A feature of the household work of older preschoolers is the ability to independently organize it: pick up the necessary equipment, conveniently place it, put everything in order after work. In the process of labor, children show diligence, striving for a good result, and treat their peers kindly.

Labor in nature provides for the participation of children in caring for plants and animals, growing plants in a corner of nature, in a garden, in a flower garden. This type of labor is of particular importance for the development of observation, the upbringing of a caring attitude towards all living things, and love for native nature. It helps the teacher to solve the problems of the physical development of children, improve movements, increase endurance, develop the ability for physical effort. For the older group, plants and animals that require more complex care methods are placed in a corner of nature, various types of vegetables with different growing seasons are planted in the garden, which makes work more systematic. The amount of child labor is also on the rise.

Preschoolers spray plants from a spray bottle, brush dust from fleecy leaves, loosen the ground. With the help of a teacher, children feed plants, recharge the aquarium, dig up the ground in the garden and in the flower garden, plant seedlings, collect seeds of wild plants (to feed wintering birds). In the process of labor, the teacher teaches children to observe the growth and development of plants, to note the changes that are taking place, to distinguish plants by their characteristic features, leaves, seeds. This expands their understanding of the life of plants and animals, arouses a keen interest in them.

Manual labor - making items from a variety of materials: cardboard, paper, wood, natural material (cones, acorns, straw, bark, corn cobs, peach pits), waste material (reels, boxes) using fur, feathers, fabric scraps, etc. , p. - carried out in the older groups of the kindergarten. All this has a great educational impact on children, forms their aesthetic feelings and moral and volitional qualities.

Introduction

2. Analysis and diagnostics of labor skills and abilities of children of senior preschool age

Bibliography

Application

Introduction

Kindergarten No.__ of Zelenogorsk became the basis for the practice. The kindergarten is working on the problem of creating conditions for the social and personal development of preschoolers.

The basis for planning the section "Labor education" is a comprehensive educational program by V.I. Loginova "Childhood".

During the practice, the main questions were raised for the observation and analysis of the labor activity of children:

1. Organization of collective labor for cleaning a group room or plot, repairing and gluing books, boxes for games, caring for crops and planting in a vegetable garden and flower garden, etc. in the senior group.

3.Organization of labor assignments and work with attendants: training them to perform their duties, providing assistance and evaluating the result.

4. Observation and analysis of the organization of the labor activity of children: labor assignments, duty, collective work.

5. Observation of the performance of labor duties or assignments by some children, analysis of the level of formation of labor skills, attitudes towards work.

1. Features of the work of preschool children

Emphasize the social significance of labor;

Ensure that all types of labor and their content correspond to the age capabilities of children;

Strictly observe the norms of the load performed by children, preventing their overload and overwork;

Gradually expand the independence of children;

They create a favorable psychological atmosphere, form in children a benevolent attitude towards all participants in labor activity, the desire to help each other;

They direct the attention and efforts of children to the qualitative performance of labor actions.

Marina Avdoshina
Self-analysis of the GCD lesson “Let's help plants in a corner of nature”

Direct - educational activities carried out with children of the older group, age 5.10-6.0 years old. There were 13 children present.

Prepared a methodological development of GCD on the topic « Let's help plants in the corner of nature» ; an envelope with a letter; nature corner plants; work equipment; schemes indicating the type of inventory; schemes - cards with symbols of the necessary conditions for growth plants; watering cans, sprayer, baths, aprons, oilcloth, rags, brushes, sticks. Arranged the tables so that the children were comfortable.

In preliminary work with children were carried out: monitoring plant corner of nature(features of appearance, structure, observation in favorable and unfavorable conditions (experimentation) observation of the work of the educator, acquaintance with the model of the labor process). Conversations, viewing illustrations, compiling stories about plants, guessing riddles, labor activity, reading.

Before NOD, sanitary and hygienic terms: done assistant educator wet cleaning in the group room; corner ventilation (at this time the children were in the music room). The furniture is arranged so that during the GCD the child is comfortable throughout lessons.

The material, visual aid, equipment for GCD was selected at an accessible level for children, corresponded to their psychological characteristics and was rational for solving the set goal and tasks. Their appearance is colorful, bright, aesthetically designed, meets general requirements.

Directly - educational activity - a complex type.

Integration of educational regions: cognitive,

social-communicative, speech.

Program content:

Target: Cultivate children's interest in plants

In the introductory part, it was decided a task:

cognitive development:

Cultivate children's interest in plants.

In the main part, they decided tasks:

cognitive development:

Clarify and consolidate children's knowledge of how to care for plants and the sequence of work.

Train children to identify plants in need of care draw conclusions about the lack of certain conditions.

Cultivate children's interest in plants, cause a desire to observe and care for them.

Socio-communicative development.

Strengthen the ability to plan their activities and distribute responsibilities among the participants.

To consolidate knowledge about actions with inventory.

Develop a culture of work activity, curiosity.

speech development:

Develop dialogic speech.

In the final part, it was decided a task:

speech development:

Develop dialogic speech.

Purpose, tasks GCD complies with program requirements age group("The program of education and training in kindergarten" under. edited by M. A. Vasilyeva).

The duration of the NOD is 25 minutes. Introductory part - 3 min. ; main part - 18 min. ; final part - 4 min.

The duration of the GCD was the requirements of the program.

In the introductory part of the GCD, to create interest in the topic, I used a technique - a surprise moment (letter).

In the main part, the GCD used techniques - a conversation, showing methods of action, using samples, and explaining.

There was individual work with children in the main part of the GCD - she gave instructions in a word.

In the final part of the GCD, the analysis of children's work was carried out with by looking, questions.

All parts of the GCD were interconnected, subordinated to a given topic, goals and objectives of the GCD. Properly organized change of activities helped to prevent fatigue and oversaturation of children.

Applied methods:

Verbal (for questions to children, encouragement);

visual (removals);

Practical (in the performance of the task);

Control method (in the analysis of the work performed - approval and praise).

All teaching methods and techniques corresponded to the program content and age characteristics of children.

The speech was expressive, calm, reasonable.

Used health saving Components: change of postures of children; to keep the interest of the children.

I believe that the form of organization of the children's NOD that I chose was quite effective. During the entire educational activity, UUD were formed (educational universal activity, in accordance with the requirements of the Federal State Educational Standard).

Analyzing the activities of children at GCD, I would like to note that they showed cognitive activity in environmental education, used competently their knowledge and skills in cognition, in their work activities in nature. They were interested, attentive, organized. Involved indecisive and shy children in answering questions, helped verbal instructions at work. The children aspired on one's own analyze your work and the work of your comrades.

Analyzing the conducted GCD, we can say that the goals and objectives were successfully achieved.

Children worked at their own pace, the task was completed by virtue of their individual capabilities.

The children pleased me with the fact that the kindness of the child's soul, their curiosity, interest in the environment, was felt throughout the entire NOD.

Related publications:

In the process of familiarizing children of younger groups with nature, the educator solves a number of tasks: he forms the first ideas about some subjects.

Synopsis of GCD in the middle group "Planting onions in a corner of nature" Purpose: To systematize knowledge about the process of planting seeds. Tasks: To develop the ability to determine the object of labor, select tools and materials.

Lesson on labor education "Work of children in a corner of nature" 1. Type of activity: labor education 2. Theme: "The work of children in a corner of nature." 3. Program content: To develop labor skills.

At the end of February, from a walk, together with the children, we brought birch and poplar twigs to the group for observation. Purpose of observation: to fix.

Self-analysis of GCD according to FEMP "Let's help Kolobok find his way home" Directly educational activity Educational area "Cognition" (FEMP) Topic: "Let's help the bun find its way home" Purpose:.

MBDOU kindergarten No. 6 st. Vekovka. Educator: Maly Tatyana Evgenievna. Integrated lesson using ICT

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